SPECIAL EDUCATION PARENT ADVOCACY GUIDE

 SPECIAL EDUCATION

FULL-STACK PARENT ADVOCACY GUIDE

IEP Navigation · Progress Monitoring · Diagnosis-Specific Strategies

A Comprehensive Resource for Parents, Advocates & Educators  |  Sean D. Taylor, M.Ed.

"95% of labeled special education students are not challenged or pushed to meet their maximum potential." This guide exists to change that statistic — one family at a time.

 

PART 1: UNDERSTANDING THE IEP FRAMEWORK — THE MEC·E FULL-STACK ANALYSIS

 

What Is the MEC·E Full-Stack Analysis?

The MEC·E framework is a systematic way for parents and advocates to evaluate every level of a child's special education program — from federal law down to daily classroom instruction. MEC·E stands for:

 

M — Measure	What tools, assessments, and methods are being used to evaluate your child?
E — Evaluate	Are those tools valid, reliable, normed, and appropriate for your child's diagnosis?
C — Change	What happens when progress is NOT made? Is the program modified?
E — Expect	Are expectations high enough? Are grade-level or benchmark standards being targeted?

 

Apply MEC·E before every IEP meeting, every quarterly review, and every time you receive a progress report. It is your analytical lens.

 

The IEP Lifecycle: A Visual Overview

Understanding WHERE you are in the IEP process determines WHICH questions to ask. The IEP is not a one-time event — it is a living document with legally required checkpoints.

 

IEP Phase	What Happens	Parent's Priority Action
Initial Evaluation	Child is assessed for eligibility using standardized tests, observations, and parent input.	Request a full copy of ALL evaluations before any meeting. Ask for assessments in EVERY area of suspected disability.
Eligibility Meeting	Team determines if child qualifies under IDEA and under which classification.	Ask: What classification? Why? What does this mean for services?
IEP Development	Goals, objectives, services, accommodations, and placement are written.	Demand draft IEP be sent home at least 5 days BEFORE the meeting.
IEP Meeting	Team reviews, refines, and signs the IEP. Parent must consent.	Never sign the day of the meeting if you feel rushed or unsure.
Implementation	Services and instruction begin per the written IEP.	Request monthly data sharing. Ask how goals are tracked daily.
Quarterly Review	Progress on goals is reported (not always a meeting).	Compare progress to expected growth benchmarks. Ask for raw data.
Annual Review	Full IEP is reviewed and rewritten for the coming year.	Review all progress data. Challenge goals that are too easy.
Triennial Re-Eval	Every 3 years, child is fully re-evaluated for continued eligibility.	Request updated standardized testing in ALL academic areas.

 

PART 2: BEFORE THE IEP MEETING — PRE-MEETING CHECKLIST & QUESTIONS

 

Your Pre-Meeting Power Checklist

⚖️ Legal Right Under IDEA, you have the right to receive prior written notice before any IEP meeting and to receive a copy of any evaluation reports. You do NOT have to wait until the meeting to see what is written about your child.

 

Step 1 — Request the Draft IEP in Writing (5+ Days Before the Meeting)

☐     Request the draft IEP document in writing via email so you have a record.

☐     Ask for all evaluation reports, progress monitoring data, and assessment results to be included.

☐     Ask: 'Has the Present Levels of Academic Achievement and Functional Performance (PLAAFP) section been updated with current data?'

☐     Review: Does the PLAAFP reference specific, recent assessment scores (not just 'student struggles with reading')?

☐     Check: Is there a clear connection between the PLAAFP and every proposed goal?

 

Step 2 — Understand the Current Goals & Objectives Before You Arrive

Every goal in the IEP should be SMART:

•       Specific — Names the exact skill (e.g., 'oral reading fluency at grade 3 level')

•       Measurable — Has a quantifiable target (e.g., 'read 95 words per minute')

•       Achievable — Realistic yet ambitious given current baselines

•       Relevant — Tied directly to the child's documented area of disability

•       Time-bound — States by when the goal will be reached (e.g., 'by May 1st')

 

Step 3 — Questions to Ask ABOUT Each Goal Before Signing

☐     What baseline data supports this goal? Show me the specific assessment score from which this goal was derived.

☐     Is this goal aligned to grade-level academic standards? If not, why?

☐     Is there a measurable short-term objective for every 9-week period?

☐     What does 'mastery' look like — and who decides when the child has mastered this objective?

☐     If my child meets this goal, will they be at grade level? If not, what happens next?

☐     What intervention program will be used to help my child reach this goal?

☐     Is that program evidence-based, peer-reviewed, and approved for this disability classification?

 

Step 4 — Unpacking Present Levels (PLAAFP) — The Foundation of Everything

🔑 Key Principle The PLAAFP is the most important section of the IEP. If it is vague, generic, or outdated, EVERY goal written from it will be flawed. Demand specificity.

 

PLAAFP Must Include	Red Flag — Ask for Revision If You See
Specific standardized test scores with percentile rankings	'Student performs below grade level' — No numbers, no baseline, unacceptable
Grade equivalent and age equivalent scores	'Student is working on reading skills' — Vague, tells you nothing actionable
Description of HOW the disability impacts classroom functioning	'Student needs support' — Not disability-specific, not data-driven
Strengths AND areas of need — both are required by IDEA	Strengths listed as 'tries hard' or 'is kind' — Not academic strengths
Parent input section completed or offered	Parent input section left blank — Ask why and submit written input
Social-emotional baseline if applicable	No mention of social-emotional functioning when that is an area of concern

 

PART 3: DIAGNOSIS-SPECIFIC IEP FRAMEWORKS & QUESTIONS

 

Different disability classifications require different questions, different assessments, and different benchmarks for 'adequate progress.' This section breaks down the most common classifications.

 

Classification: Specific Learning Disability (SLD) — Reading / Dyslexia

What Is SLD-Reading / Dyslexia? Dyslexia is a language-based learning disability characterized by difficulties with accurate and/or fluent word recognition, poor decoding, and poor spelling. It is neurological in origin. A child with dyslexia requires STRUCTURED LITERACY instruction — not generic reading support.

 

Critical Subdomain Areas to Address in the IEP

Reading Subdomain	What Mastery Looks Like / Benchmark Questions
Phonological Awareness	Can child manipulate phonemes, blend, segment? Ask for CTOPP-2 or PAST scores.
Phonics / Decoding	Can child decode CVC, CVCe, consonant blends, digraphs, multisyllabic words? Ask for CORE Phonics or QRI scores.
Oral Reading Fluency (ORF)	Is ORF measured in WCPM (words correct per minute)? Is it compared to grade-level norms (AIMSweb, DIBELS)?
Vocabulary	Is academic and domain vocabulary explicitly taught? How is comprehension of vocabulary assessed?
Reading Comprehension	Are literal AND inferential comprehension measured? What instrument is used (TORF, QRI-6)?
Spelling / Encoding	Is spelling instruction tied to phonics sequence? Ask for SPELL-Links or Spelling Inventory scores.

 

Questions Specific to SLD-Reading / Dyslexia

☐     Is the reading intervention a Structured Literacy program (Orton-Gillingham, Wilson, RAVE-O, SPIRE, Barton)?

☐     Is instruction multisensory — visual, auditory, kinesthetic, tactile (VAKT)?

☐     Is the reading instruction explicit and systematic — not just exposure to books?

☐     How many minutes per day of intensive reading intervention is my child receiving?

☐     Is progress monitored weekly using a validated fluency probe (DIBELS, AIMSweb, Fastbridge)?

☐     What is my child's current ORF score in WCPM, and what is the grade-level benchmark?

☐     What is my child's reading level gap compared to grade level — and is that gap CLOSING?

☐     Is my child's phonological awareness being addressed separately from fluency instruction?

☐     Has an Orton-Gillingham certified or trained teacher delivered instruction this year?

📊 Expected Growth for Dyslexia — Tier 3 A student receiving Tier 3 structured literacy intervention (3–5x/week, 45–60 min, small group or 1:1) should show approximately 1.5x to 2x the rate of typical growth in ORF and decoding. If your child is growing at typical rates only, the intervention intensity is INSUFFICIENT.

 

Classification: Specific Learning Disability (SLD) — Mathematics / Dyscalculia

What Is SLD-Math / Dyscalculia? Dyscalculia involves significant difficulty with number sense, arithmetic fluency, mathematical reasoning, and/or mathematical problem solving. It is neurological and persists despite adequate instruction. IEP goals must target specific math subdomains, not just 'math.'

 

Critical Math Subdomains to Address in the IEP

Math Subdomain	Benchmark / Assessment to Request
Number Sense & Magnitude	Can child understand relative size of numbers, place value, estimation? (KeyMath-3, Number Sense Screener)
Arithmetic Fluency	What are WCPM-equivalent math fact fluency scores? (AIMSweb Math, Fastbridge earlyMath)
Computation Accuracy	Is computation measured by grade-level standards? (GMADE, KeyMath-3)
Problem Solving / Word Problems	Is math reasoning separate from computation in the assessment? (WIAT-III Math, KTEA-3)
Fractions & Rational Numbers	A critical gateway skill — is it explicitly assessed? (NAEP benchmarks)
Math Vocabulary	Is academic math vocabulary explicitly taught? Is it assessed?

 

Questions Specific to SLD-Math / Dyscalculia

☐     Is my child's math intervention evidence-based for dyscalculia (e.g., Number Rockets, Math Recovery, TouchMath for facts)?

☐     Is number sense instruction included — not just computation drill?

☐     Are math facts measured for fluency (not just accuracy) — what are the WPM scores?

☐     Is my child using manipulatives or concrete-representational-abstract (CRA) sequence?

☐     What calculator or technology accommodation is in place for computation so my child can access higher-level math?

☐     Are math goals written for BOTH fluency AND reasoning/problem-solving?

📊 Expected Growth for Dyscalculia — Tier 3 Students receiving intensive math intervention (Tier 3) should make 1.5x typical growth on math fluency probes. A student scoring at the 10th percentile in September should be approaching the 25th–30th percentile by June with proper Tier 3 support.

 

Classification: Other Health Impairment (OHI) — ADHD

What Is OHI-ADHD in Special Education? ADHD qualifies under the IDEA category of Other Health Impairment when the condition adversely affects educational performance. Many students with ADHD have co-occurring SLDs. An IEP for ADHD should address executive function, self-regulation, attention, organization, AND any academic impact areas.

 

Critical Areas to Address in an ADHD IEP

ADHD Impact Area	IEP Element / Question to Ask
Sustained Attention	What data tracks on-task behavior? Is a behavior intervention plan (BIP) in place?
Working Memory	Are working memory accommodations listed (e.g., written directions, chunked tasks, visual schedules)?
Impulse Control	Are self-regulation strategies explicitly taught (e.g., Zones of Regulation, PBIS)?
Organization & Planning	Is an organizational system built into the IEP — not just recommended?
Task Initiation	What prompting hierarchy is being used? Is it documented and consistent?
Emotional Regulation	Is the school counselor or social worker part of the IEP team? What is the frequency of services?
Academic Impact	Is reading AND math impact assessed separately from behavior? Co-occurring SLD is common.

 

Questions Specific to ADHD/OHI

☐     Is there a Functional Behavior Assessment (FBA) on file — and is it current (within 1 year)?

☐     Is there a Behavior Intervention Plan (BIP) that is POSITIVE and PROACTIVE — not just reactive consequences?

☐     Are all teachers aware of and implementing the BIP consistently?

☐     What data collection method is used to track on-task behavior (e.g., 10-second interval recording, event recording)?

☐     Is extended time being used effectively, or does my child need REDUCED assignments with equivalent rigor?

☐     Are preferential seating and movement breaks written into the IEP — not just informal agreements?

☐     Is my child's medication regime (if any) accounted for in scheduling (e.g., difficult subjects during peak medication hours)?

☐     Has the team ruled out a co-occurring reading or math disability with diagnostic assessment?

 

Classification: Autism Spectrum Disorder (ASD)

What Is ASD in Special Education? Autism is a complex neurodevelopmental condition affecting social communication, sensory processing, repetitive behaviors, and — to varying degrees — academic and adaptive functioning. IEPs for ASD students must address communication, social skills, adaptive behavior, AND academics. One-size does not fit all: a Level 1 (formerly 'high-functioning') ASD student has vastly different needs from a Level 3 student.

 

ASD IEP — Critical Domains to Cover

Domain	What to Assess / Look For	Red Flag If Missing
Communication	Pragmatic language, social communication. Ask for SLP evaluation with CELF-5 Pragmatics Profile.	SLP on IEP team with specific pragmatics goals
Social Skills	Peer interaction, turn-taking, perspective-taking. Programs like Social Thinking, PEERS.	Generic 'will improve social skills' — not measurable
Sensory Processing	OT evaluation. Sensory diet, sensory breaks, environmental modifications.	No OT consult when sensory behaviors impact learning
Academic (ELA)	Many ASD students are advanced in decoding but weak in comprehension. Test separately!	Only testing one reading area — comprehension must be assessed
Academic (Math)	Procedural strengths are common; conceptual understanding needs checking.	No math reasoning assessment
Adaptive Behavior	Vineland-3 or ABAS-3. Critical for transition planning starting at age 14.	No adaptive behavior assessment for middle/high schoolers
Executive Function	BRIEF-2 (parent + teacher). Planning, flexibility, working memory.	No EF assessment despite known ASD impact on EF

 

Questions Specific to ASD

☐     Is Applied Behavior Analysis (ABA) recommended? If so, is it school-based and coordinated with home ABA?

☐     Does my child have an AAC (Augmentative and Alternative Communication) device or system — and is it in the IEP?

☐     Is there a dedicated social skills group written into the IEP with frequency and duration?

☐     Does the school have a quiet/sensory space my child can access preventively — not just as a crisis response?

☐     Is the transition plan in place (required by age 16, best practice by age 14)?

☐     Does my child have a crisis intervention plan documented and shared with ALL staff?

 

Classification: Speech or Language Impairment (SLI)

What Is SLI in Special Education? Speech or Language Impairment covers a range of communication disorders including articulation, language (expressive and receptive), fluency (stuttering), and voice. Critically, language impairment has a DIRECT impact on reading comprehension, writing, and academic achievement. Language goals should be connected to academic goals.

 

SLI IEP — Key Questions

☐     Is the SLP (Speech-Language Pathologist) using standardized assessments — not just observation? (Ask for CELF-5, OWLS-II, CASL-2 scores)

☐     Are expressive AND receptive language BOTH assessed and goalwritten separately?

☐     Is there articulation testing and intelligibility percentage documented?

☐     Are language goals tied to classroom curriculum — or are they isolated speech room activities only?

☐     How many minutes per week is my child receiving SLP services — individual vs. group?

☐     Is the SLP collaborating with the classroom teacher to generalize language skills?

☐     For fluency (stuttering): Is the approach evidence-based (e.g., Lidcombe, Fluency Plus)?

 

Classification: Emotional Disturbance (ED)

What Is Emotional Disturbance in Special Education? ED encompasses conditions such as anxiety disorders, mood disorders, conduct disorder, and other mental health diagnoses that adversely affect educational performance over a long period and to a marked degree. The IEP must address BOTH behavioral/emotional needs AND academic impact.

 

ED IEP — Critical Questions

☐     Is there a current Functional Behavior Assessment (FBA) — not more than 12 months old?

☐     Is the BIP written from the FBA — or was it written without an FBA (a legal violation)?

☐     Does the BIP identify the FUNCTION of the behavior (escape, attention, access, sensory) — and does the intervention address that function?

☐     Are mental health services included in the IEP (counseling frequency and duration)?

☐     Is there a crisis plan, and has it been shared with ALL staff who interact with my child?

☐     Has the academic impact of the emotional disturbance been assessed with standardized tools?

☐     Is the school coordinating with outside mental health providers?

☐     What is the current suspension/exclusion rate for my child — and is that being tracked in the IEP?

⚠️ Legal Note — 10-Day Rule Under IDEA, if a student with an IEP is suspended for more than 10 cumulative school days in a year, the school must conduct a Manifestation Determination Review (MDR) to determine if the behavior is a manifestation of the disability. Demand this process if your child is suspended repeatedly.

 

Classification: Intellectual Disability (ID)

What Is Intellectual Disability in Special Education? Intellectual Disability is characterized by significant limitations in both intellectual functioning (IQ below ~70) and adaptive behavior, manifesting before age 18. IEPs must address academics using modified grade-level standards, AND functional/adaptive skills, transition planning, and self-determination.

 

ID IEP — Critical Questions

☐     Is my child accessing Extended Standards (Alternate Assessment Standards) — and is that the right placement?

☐     What adaptive behavior assessment is on file — Vineland-3, ABAS-3, or equivalent?

☐     Are functional academic skills (reading for daily life, functional math) included alongside academic goals?

☐     What self-determination and self-advocacy skills are being explicitly taught?

☐     Is transition planning active (post-secondary education, employment, independent living)?

☐     Is my child included in general education settings to the maximum extent appropriate (LRE requirement)?

 

PART 4: PROGRESS MONITORING — THE GOLD STANDARD EXPLAINED

 

What Is Progress Monitoring and Why Does It Matter?

Progress monitoring is the systematic process of frequently measuring student performance to determine whether interventions are working. It is NOT the same as a report card, a teacher's observation, or an end-of-year test. It is frequent, brief, standardized measurement — ideally weekly.

 

The IDEA Requirement IDEA requires that the IEP include 'a description of how the child's progress toward meeting the annual goals will be measured and when periodic reports on the progress will be provided.' This is legally mandated. If it is not in the IEP, ask for it to be added before you sign.

 

Types of Progress Monitoring — Know the Difference

Monitoring Type	What It Is / Examples / When to Use
Curriculum-Based Measurement (CBM)	The gold standard for IEP progress monitoring. Brief (1–3 minute) standardized probes given weekly or biweekly. Normed nationally. Examples: DIBELS 8th Ed., AIMSweb Plus, Fastbridge, mCLASS. Used for reading fluency, early literacy, math computation, written expression.
Curriculum-Based Assessment (CBA)	Teacher-made or curriculum-aligned assessments tied to what has been taught. NOT normed. Useful for instructional decisions but NOT sufficient alone for IEP progress monitoring.
Criterion-Referenced Tests	Measure mastery of specific skills against a set standard (not a norm group). Examples: Skills-based reading inventories, sight word checklists. Useful for documenting mastery of specific objectives.
Norm-Referenced Standardized Tests	Measure student performance against a nationally normed sample. Used for eligibility determination and triennial re-evaluations. Examples: WJ-IV, KTEA-3, WIAT-III. NOT intended for frequent progress monitoring but essential for big-picture benchmarking.
Quarterly Objective Review	IEP team reviews short-term objective mastery every 9 weeks. Required if the IEP includes short-term objectives. Should be data-driven — not teacher estimate.
MAP / RIT Growth Testing	NWEA MAP tests measure academic growth in RIT scores. Excellent for seeing whether your child is growing, stagnating, or regressing relative to national norms and expected growth trajectories.

 

The CBM Standard: What 'Good' Progress Monitoring Looks Like

•       Weekly probes using a validated tool (DIBELS, AIMSweb, Fastbridge)

•       Data graphed on an equal-interval graph with an aimline (goal line) drawn from current performance to the annual goal

•       Decision rules applied: if 3+ consecutive data points fall BELOW the aimline, the team must meet to discuss instructional change

•       Data shared with parents at minimum quarterly — best practice is monthly

•       Data used to REVISE goals and objectives — not just document them

 

Questions to Ask About Progress Monitoring at Every IEP Meeting

☐     What progress monitoring tool are you using — and is it a validated, normed CBM?

☐     How often are probes given — weekly, biweekly, monthly? (Weekly is gold standard for Tier 3)

☐     Can I see the graph of my child's progress with the aimline drawn?

☐     Is my child's growth line trending above, on, or below the aimline?

☐     When were the last 3 decision-rule reviews conducted?

☐     Has the intervention been modified in the last 60 days based on data?

☐     What is my child's current percentile rank compared to grade-level norms?

☐     How much growth has my child made since September — in raw score terms and in percentile terms?

 

MAP Testing & Large-Scale Assessment — Understanding RIT Scores

NWEA MAP (Measures of Academic Progress) is one of the most powerful tools available to parents of special needs students because it measures GROWTH — not just current performance.

 

How to Read Your Child's MAP Report

MAP Term	What It Means in Plain Language
RIT Score	A stable scale score that measures where your child is performing right now. Unlike grade-level scores, it does not reset each year — growth is cumulative.
National Norms (Percentile)	Where your child falls compared to all students in that grade tested nationally. 50th percentile = average. Special needs students should be moving UP in percentile — not just maintaining.
Projected Growth	NWEA publishes expected RIT growth by grade. Your child should be meeting or EXCEEDING this target if receiving Tier 2 or Tier 3 intervention.
Goal/Target RIT	The RIT score your child needs to reach to be on grade level. Ask: 'How many RIT points behind is my child, and at the current growth rate, when will they catch up?'
Lexile Range	A text complexity measure derived from reading MAP scores. Use this to ensure classroom texts and interventions are at the instructional level — not frustration level.

 

📊 Expected Growth for Students Receiving Tier 2 or Tier 3 Intervention A student receiving adequate Tier 2 support should grow 1.2x–1.5x the expected typical growth. A student receiving Tier 3 (intensive, individualized) intervention should grow 1.5x–2x typical growth. If your child is receiving Tier 3 services and growing at only typical rates, the intervention is NOT working — demand a program change.

 

MAP Progress Monitoring Questions to Ask the School

☐     What were my child's Fall, Winter, and Spring MAP RIT scores for this year?

☐     What is the NWEA projected growth for my child's grade level this year?

☐     Did my child meet, exceed, or fall short of projected growth?

☐     Given my child receives Tier 3 services, is the team satisfied with typical growth — or are we expecting more?

☐     What is the RIT gap between my child and the grade-level median — and is that gap shrinking?

☐     If the gap is NOT shrinking, what changes to the intervention are being made?

☐     Can we use the MAP Lexile range to select appropriate reading materials for home and school?

 

PART 5: QUARTERLY PROGRESS REVIEWS — WHAT TO EXPECT & DEMAND

 

The Quarterly Review: Your Most Important Ongoing Right

If the IEP includes short-term objectives (required in most states for students with significant disabilities; optional in others post-NCLB), the school MUST report on progress toward those objectives at least as often as report cards are issued — typically quarterly.

 

The Problem Most quarterly progress reports state 'adequate progress,' 'progressing,' or '3 out of 4 objectives met' — with NO supporting data attached. This is insufficient and potentially misleading. You have the right to demand the underlying data.

 

What a Quality Quarterly Progress Report Must Include

☐     The exact wording of each short-term objective being measured

☐     The baseline score from which the objective was written

☐     The current performance score/data as of the reporting date

☐     The method used to measure progress (CBM probe score, work sample, observation data, percent accuracy)

☐     A graph or data table showing growth across the quarter

☐     Whether the objective is ON TRACK, AHEAD OF SCHEDULE, or BEHIND — not just 'progressing'

☐     A recommended action if the student is behind (program modification, increased frequency, new strategy)

 

Quarterly Review Questions to Ask in Writing

☐     Please provide the actual data (not just a narrative label) for each objective.

☐     How many data points were collected this quarter?

☐     What is the growth rate per week for this objective?

☐     At the current rate of growth, will my child meet this annual goal by the IEP anniversary date?

☐     If not on track: What specific change is being made to the intervention THIS QUARTER?

☐     Is there a team meeting being scheduled to discuss insufficient progress?

 

🗓️ Best Practice Tip After receiving each quarterly report, send a written email response. Acknowledge what you received. Ask your specific data questions. Request a meeting if any objective shows insufficient progress. This creates a paper trail that protects your child's rights.

 

PART 6: MASTER QUESTION CHECKLISTS FOR IEP MEETINGS

 

Universal IEP Meeting Checklist — Bring This Every Time

Before the Meeting — Administrative

☐     Did I receive the draft IEP at least 5 days before this meeting?

☐     Have I reviewed all sections — PLAAFP, goals, services, accommodations, placement?

☐     Have I written down my concerns and questions in advance?

☐     Do I have last year's IEP to compare goals and services?

☐     Do I have copies of recent report cards, MAP scores, and progress reports?

☐     Have I invited an advocate, parent mentor, or support person if needed?

 

At the Meeting — The PLAAFP Section

☐     Is the data in the PLAAFP from this school year — or is it old?

☐     Does it include standardized test scores with percentile ranks?

☐     Does it describe HOW the disability specifically impacts learning?

☐     Is there a clear connection from each area of need to each proposed goal?

 

At the Meeting — Goals and Objectives

☐     Is each goal SMART?

☐     Is each goal based on a specific baseline data point — not a general estimate?

☐     Are there short-term objectives with quarterly benchmarks?

☐     Is the goal ambitious enough — will mastery close the gap with grade-level peers?

☐     Is the goal in every area of need identified in the PLAAFP?

☐     Who is responsible for measuring each goal — and how?

 

At the Meeting — Services

☐     Are the number of minutes per week of each service written in the IEP?

☐     Is the service delivered individually or in a group — and what is the group size?

☐     Is the service provider qualified and experienced with this disability classification?

☐     Is the intervention program named — and is it evidence-based?

☐     Is there coordination between the special education teacher and general education teacher?

 

At the Meeting — Accommodations

☐     Are accommodations specific — not just 'extended time' without details?

☐     Are ALL teachers (including specials, electives) aware of and implementing accommodations?

☐     Are state testing accommodations aligned with classroom accommodations?

☐     Are technology accommodations (text-to-speech, speech-to-text, calculators) specified?

 

At the Meeting — Placement and LRE

☐     Is the placement decision made AFTER the goals are written — not before?

☐     Is my child included in general education to the maximum extent appropriate?

☐     Is there a supplementary aids and services section supporting inclusion?

☐     If a more restrictive setting is recommended, what data supports that it is necessary?

 

PART 7: STUDENT SELF-ADVOCACY — QUESTIONS STUDENTS SHOULD ASK

 

Teaching Your Child to Be Their Own Advocate

Students who can articulate their needs, ask clarifying questions, and understand their own learning profile are dramatically more successful — in school and beyond. Self-advocacy is a skill that must be explicitly taught. Below are age-appropriate questions students should learn to ask their teachers.

 

In the Classroom — When Confused

☐     'May I please hear the directions again?'

☐     'Will you write the directions on my paper so I can follow along?'

☐     'Can you explain that in a different way?'

☐     'Can you give me a real-world example?'

☐     'Will you break that into smaller steps for me?'

☐     'Can I have more time to think before I answer?'

 

When Learning Something New

☐     'Why is this important for me to learn?'

☐     'How does this connect to what we already learned?'

☐     'Is there a hands-on way to learn this?'

☐     'Can you show me another example?'

☐     'Will you reteach this section?'

 

For Goal-Setting and Organization

☐     'Can you help me set a goal for this assignment?'

☐     'Can you help me make a checklist so I stay organized?'

☐     'Will you help me make a plan for completing this project?'

☐     'What should I be working on most right now?'

 

Questions Parents Should Practice With Their Child

•       'How do you learn best?' — Does your child know their own learning style?

•       'What is hard for you at school right now?' — Can they name specific subjects or tasks?

•       'What helps you when you get stuck?' — Do they have coping strategies?

•       'What would you want your teacher to know about you?' — Great for IEP meeting participation

 

PART 8: THE HIGH EXPECTATIONS IMPERATIVE

 

Why High Expectations Are Not Optional

The research is unambiguous: teacher and parent expectations are among the strongest predictors of student achievement — including for students with disabilities. Low expectations create a self-fulfilling prophecy. High expectations, combined with the right supports, create breakthroughs.

 

❌ Low Expectation Statements 'He's doing the best he can.' 'She just needs to feel good about herself.' 'Let's just get him through the grade.' 'She'll never read at grade level.'

✅ High Expectation Statements 'What does he need to do even better?' 'Self-esteem follows competence — let's build skills.' 'What does she need to be promoted with mastery?' 'With intensive intervention, what IS possible?'

 

The Parent's Role in Maintaining High Expectations

•       Attend every IEP meeting — your presence signals that your child's education matters.

•       Ask for data — not opinions. Data is honest; opinions can be lowered unconsciously.

•       Challenge goals that feel too easy. If your child could meet the goal today, it is not a goal — it is documentation of the status quo.

•       Celebrate growth AND effort — but do not confuse effort with mastery.

•       Connect your child's strengths to their future — every child has a gift. Find it. Name it. Build on it.

•       Build a collaborative relationship with teachers — adversarial relationships rarely help children.

 

Final Word — From Parent to Parent

You Are Your Child's Most Powerful Advocate No one — not the most experienced special education teacher, the most dedicated school psychologist, or the most compassionate administrator — will ever care as deeply about your child's future as you do. That love is your superpower. Combine it with knowledge, preparation, and persistence, and there is nothing your child cannot achieve. Start asking deeper questions today. The future your child deserves depends on it.  — Sean D. Taylor, M.Ed., Special Education

 

© Sean D. Taylor, M.Ed. | Special Education Advocacy Resource | All Rights Reserved